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Montana Board of Regents
CURRICULUM PROPOSAL FORM
1. Overview
The Carpentry/Sustainable Construction Technology program, provides the regional workforce with credentialed,
skilled and competent carpenters to be responsive to emerging workforce needs. The Carpentry program provides
students the opportunity to learn carpentry skills in a competency-based hands on learning environment. We
have been asked by many students in almost all of our programs here at Industrial Technology if there are
avenues that lean more toward the management side of construction. We have also been contacted by
contractors both large and small inquiring about potential classes that current employees could attend to further
their advancement in the company. As this idea evolved, and with the feedback from local contractors and high
schools (Big Sky Pathways), it has led to the configuration of existing classes and the ultimate development of a
Construction Management CAS that will lead (optional) into an existing Associate of Applied Science degree
pending the approval of a name change from Carpentry to Sustainable Construction Technology.
2. Provide a one paragraph description of the proposed program. Be specific about what degree, major, minor or
option is sought.
Construction Management
The mission of the Sustainable Construction Technology program is to provide the regional workforce with
credentialed, skilled and competent employees and to be responsive to emerging workforce needs. The CT
program provides students the opportunity to learn construction skills in a competency-based learning
environment. In addition to general education courses, students in the program learn the various steps of
becoming a successful trade person in the construction industry, including safe practices. Students construct realworld projects and can earn a Certificate of Applied Science or an Associate of Applied Science degree in
Construction.
3. Need
A. To what specific need is the institution responding in developing the proposed program?
We have been contacted by contractors both large and small inquiring about potential classes that current
employees could attend to further their advancement in the company. As this idea evolved, and with the
feedback from local contractors and high schools (Big Sky Pathways), it has led to the configuration of
existing classes and the ultimate development of a Construction Management CAS
B. How will students and any other affected constituencies be served by the proposed program?
We have also been contacted by contractors both large and small inquiring about potential classes that
current employees could attend to further their advancement in the company. As this idea evolved, and with
the feedback from local contractors and high schools (Big Sky Pathways), it has led to the configuration of
existing classes and the ultimate development of a Construction Management CAS
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Montana Board of Regents
CURRICULUM PROPOSAL FORM
C. What is the anticipated demand for the program? How was this determined?
Students have already enrolled in one of Industrial Technology’s’ current programs in anticipation of this cas
approval among other changes that are being submitted through the proper channels. Student enrollment
has increased (That is current students enrolled and actively attending class Spring 2016 semester) by 150%
across Carpentry and Facility Management. This, one of multiple program requests, has allowed students to
enroll at the beginning of any semester verses in the past where students could only enroll in the Fall. No
waiting. In addition, one major construction contractor approached Industrial technology and will have a
need this Spring for over 50 employees with basic construction knowledge just here in Missoula. That is not
counting across the state and outlying areas across the country,
4. Institutional and System Fit
A. What is the connection between the proposed program and existing programs at the institution?
The Industrial technology department currently offers all of the necessary classes to complete this cas. This
will simply be a configuration of existing course.
B. Will approval of the proposed program require changes to any existing programs at the institution? If so,
please describe.
N/A
C. Describe what differentiates this program from other, closely related programs at the institution (if
appropriate).
N/A
D. How does the proposed program serve to advance the strategic goals of the institution?
Increased enrollment and retention due to the flexibility of students to “zero in” on interests within the field
verses a broad overview of construction.
E. Describe the relationship between the proposed program and any similar programs within the Montana
University System. In cases of substantial duplication, explain the need for the proposed program at an
additional institution. Describe any efforts that were made to collaborate with these similar programs; and
if no efforts were made, explain why. If articulation or transfer agreements have been developed for the
substantially duplicated programs, please include the agreement(s) as part of the documentation.
There have been small pockets of similar classes but nothing to the magnitude of changes and flexibility we
are developing. As mentioned, this request is just one of many being proposed by The Industrial Technology
Department.
5. Program Details
A. Provide a detailed description of the proposed curriculum. Where possible, present the information in the
form intended to appear in the catalog or other publications. NOTE: In the case of two-year degree
programs and certificates of applied science, the curriculum should include enough detail to determine if
the characteristics set out in Regents’ Policy 301.12 have been met.
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Montana Board of Regents
CURRICULUM PROPOSAL FORM
Certificate of Applied Science
Construction Management
The mission of the Sustainable Construction Technology program is to provide the regional
workforce with credentialed, skilled and competent employees and to be responsive to emerging
workforce needs. The CT program provides students the opportunity to learn construction skills in a
competency-based learning environment. In addition to general education courses, students in the
program learn the various steps of becoming a successful trade person in the construction industry,
including safe practices. Students construct real-world projects and can earn a Certificate of Applied
Science or an Associate of Applied Science degree in Construction.
CSTN 120 - Carpentry Basics & Rough-In Framing – 5 Credits
Introduction to the carpentry trade, including history, career opportunities, and requirements. The
course covers building materials, fasteners, adhesives, hand tools, and power tools. OSHA rules and
regulations for a safe working place and procedures for compliance are covered. This course includes
a two-credit embedded lab.
CSTN 142 - Interior & Exterior Finish Carpentry – 4 Credits
Prereq: CSTN 120. Study of various types of siding, gutter systems, roof venting requirements, and
framing with metal studs. Installation of sheathing, exterior siding, roofing felt, shingles, insulation
vapor barriers, and stairs on small building constructed in CSTN 120. Installation of wood and metal
doors. Demonstration of materials, layout and installation of suspended ceilings. Selection and
installation of countertops, base cabinets and wall cabinets. Window, door, floor, ceiling trim and
drywall are installed in a small building. This course includes a one-credit imbedded lab.
CSTN 171 - Site Preparation, Foundation installation, Concrete placement – 3 Credits
Introduces the process of distance measurement as well as differential and trigonometric leveling for
site layout. It covers the principles, equipment, and methods used to perform the site layout tasks that
require making angular measurements. This course is designed to also allow students to apply
blueprint reading skills as a practical exercise.
CSTN 261 - Building Management – 4 Credits
Prereq: CSTN 120, 142, 171. Introduction to building business and project management including
overhead costs, payroll costs, estimating and scheduling. Covers elements of payroll computation and
preparation, payroll tax returns, information returns, and identification and compensation of
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Montana Board of Regents
CURRICULUM PROPOSAL FORM
independent contractors. Students are introduced to building cost estimating, and scheduling of
subcontractors and building inspections. This course includes a one-credit imbedded lab.
CSTN 279 - Commercial Construction – 4 Credits
Prereq. CSTN 171, 120, 142. Study and develop skills in metal stud framing, commercial roofing
systems, metal and masonry buildings, metal doors and door hardware, suspended ceilings, and fire
rated commercial walls.
General Education – 9 Credits
Writ 111- 3cr
Math 121 – 3cr
Capp 120 – 3cr
Comx 101 – 1cr
B. Describe the planned implementation of the proposed program, including estimates of numbers of students
at each stage.
Minus the prerequisites mentioned above, students can enroll in classes whenever they are offered. Current
students have been casually informed of our proposal and are very excited. Enrollment and expected growth
will drive attendance. (Excuse me if that sounds obvious. It is not my intent)
6. Resources
A. Will additional faculty resources be required to implement this program? If yes, please describe the need
and indicate the plan for meeting this need.
No
B. Are other, additional resources required to ensure the success of the proposed program? If yes, please
describe the need and indicate the plan for meeting this need.
Not at this time. The overall program is expected to grow and we have a long term plan that will eventually,
in the years that come, require additional resources. We are already working with contractors both large and
small to assist in many ways with these resources.
7. Assessment
How will the success of the program be measured?
The measurement of success will be based on the program eventually becoming self-supportive as it grows and
more companies get involved.
8. Process Leading to Submission
Describe the process of developing and approving the proposed program. Indicate, where appropriate,
involvement by faculty, students, community members, potential employers, accrediting agencies, etc.
The above statements pretty much sum it up. We have a couple of local contractors and just as many companies
that are willing to speak to their commitment if it becomes necessary.
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Montana Board of Regents
CURRICULUM PROPOSAL FORM